MUSEP 1101 - Foundations of Music Education 1A

North Terrace Campus - Semester 1 - 2019

This course introduces students to the essential principles and founding skills underlying music education in the 21st century. Students learn how to advocate for the importance of music education and explore the benefits that music education can offer to the community. Students develop their core music teaching skills through study of key educational resource materials, and begin to build their own folio of sequential learning plans. Theoretical principles of music learning are introduced, and the role of music education in child development and adolescence is discussed. The impact of music education upon child development is examined, along with the relationship between music and the brain. The value of singing in all forms of music education is explored and the concepts of general musicianship are established.

Ability to read musical notation and participate in instrumental music making/singing

Course Description

This course introduces students to the essential principles and founding skills underlying music education in the 21st century. Students learn how to advocate for the importance of music education and explore the benefits that music education can offer to the community. Students develop their core music teaching skills through study of key educational resource materials, and begin to build their own folio of sequential learning plans. Theoretical principles of music learning are introduced, and the role of music education in child development and adolescence is discussed. The impact of music education upon child development is examined, along with the relationship between music and the brain. The value of singing in all forms of music education is explored and the concepts of general musicianship are established.

Course Staff

Course Timetable

Course Learning Outcomes

1. Demonstrate knowledge and understanding of the principles of music learning.2. Develop awareness of current practices of music teaching and learning in a variety of educational settings.3. Develop an ability to advocate for the role of music education in society.4. Understand the importance of singing in music education and display knowledge of how to engage students of a range of ages in vocal activities.5. Develop awareness of teaching and learning styles best suited to engage young chidlren and adolescents in music.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute

Course Learning Outcome(s)

Deep discipline knowledge

informed and infused by cutting edge research, scaffolded throughout their program of studies

acquired from personal interaction with research active educators, from year 1

accredited or validated against national or international standards (for relevant programs)

1, 2, 4, 5

Critical thinking and problem solving

steeped in research methods and rigor

based on empirical evidence and the scientific approach to knowledge development

demonstrated through appropriate and relevant assessment

2, 3

Teamwork and communication skills

developed from, with, and via the SGDE

honed through assessment and practice throughout the program of studies

encouraged and valued in all aspects of learning

1, 2, 3, 4

Career and leadership readiness

technology savvy

professional and, where relevant, fully accredited

forward thinking and well informed

tested and validated by work based experiences

1, 2, 3, 4, 5

Intercultural and ethical competency

adept at operating in other cultures

comfortable with different nationalities and social contexts

Able to determine and contribute to desirable social outcomes

demonstrated by study abroad or with an understanding of indigenous knowledges

3, 5

Self-awareness and emotional intelligence

a capacity for self-reflection and a willingness to engage in self-appraisal

open to objective and constructive feedback from supervisors and peers

able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate

Hallam, S. 'Instrumental Music Teaching: A Guide to Better Teaching and Learning'. Heinemann Educational, 1998, available in closed reserve, Elder Conservatorium of Music Library.

McPherson, G. and Parncutt, R. 'The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning'. Oxford: Oxford University Press, 2002, available online through the Elder Conservatorium of Music Library.

Recommended Resources

Additional course materials will be posted on Canvas MyUni, including articles, digital readings and links to videos and websites.

Online Learning

Discussion Bpards are available for posting questions related to Course Content.Announcements will be made relating to Course Activities and Professional Development Opportunities via MyUni.Written assignments will be submitted via Turnitin.

Learning & Teaching Modes

The course will include an exploration of issues and concepts centrally relevant to music education in Australia today. Students will develop a full understanding of these through a combination of regular participatory music making opportunities, readings, lectures and seminars.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Learning Activities Summary

Week 1: Introduction to the foundations of music education in the 21st CenturyWeek 2: Music in SocietyWeek 3: "Week 4: Developing effective learning plansWeek 5: Music and childhood development: early childhoodWeek 6: Music and childhood development: adolescenceWeek 7: Music and the brainWeek 8: Key principles of music educationWeek 9: The role of singing in music educationWeek 10: "Week 11: Components of general musicianshipWeek 12: Sequential training of general musicianship

Small Group Discovery Experience

Seminars will regularly include SGDE. Students will be placed into small groups of 5-8 to problem solve questions raised in the lecture and discuss set readings. Their discussions will be monitered by the lecturer, and there will be opportunities for them to share their views with the other groups.

Assessment Related Requirements

Compulsory attendance of seminars

Assessment Detail

Teaching materials task: prepare and present a learning activities plan for beginner level students. 30% Article Review and Class Presentation: Students review an article on a relevant topic and present it to the class in a 10 minute oral presentation. 30%Seminar Participation: Students engage interactively with class activities and the cooperative sharing of materials and information. 10%1000 word essay: Students will be required to write a 1000 word essay on the importance of music education. 30%

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)

Grade

Mark

Description

FNS

Fail No Submission

F

1-49

Fail

P

50-64

Pass

C

65-74

Credit

D

75-84

Distinction

HD

85-100

High Distinction

CN

Continuing

NFE

No Formal Examination

RP

Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.